ABSTRACT
Background: First year MBBS curriculum in Biochemistry is taught by the conventional methods of teaching in which didactic lectures share almost 70% of the total content load, in which students fail to grasp the importance of biochemistry and its significant contribution in medical laboratory science. Hence, case-based learning (CBL) is being used in the medical curriculum, so that students are exposed to the real-life medical problems. Aim and Objectives: The study aimed implementation of CBL sessions in 1st year MBBS students and to analyze perception of students and faculty about the effectiveness of CBL method. Materials and Methods: A group of 150 students of Phase 1 MBBS course was selected for interventional study comprising two teaching-learning sessions on two core topics in biochemistry. Pre-test and post-test were conducted before and after the CBL session. A third test was conducted 1 month after the post-test to assess retention of knowledge gained by the students. The performance of the students was analyzed. Results: Pre-test and post-test analysis showed a very significant improvement in performance of the students after the CBL sessions. About 95% of the students and 90% of faculty reported that CBL sessions were useful to facilitate critical thinking through active learning. About 85% of students and 80% of faculty expressed that CBL helped in bridging the gap between theory and practice. Conclusion: It is evident from the present study that CBL in biochemistry can be implemented as innovative and effective teaching module to achieve the learning objectives. Case studies encourage active learning, promote critical thinking, and instill motivation in the subject.
ABSTRACT
Background:Osteoporosis is a disease characterized by low bone mass and structural deterioration of bone tissue, with a consequent increase in bone fragility and susceptibility to fracture .Old age consists of ages nearing or surpassing the average life span of human beings, Elderly people have limited regenerative abilities and are more prone to disease, syndromes, and sickness than other adults. Currently, more than half of the world's women aged 60 years and over are living in developing regions, 198 million compared with 135 million in the developed regions. Objectives:(1) To assess the knowledge among elderly women regarding preventive measures on osteoporosis.(2) To evaluate the effectiveness of video assisted teaching module regarding knowledge on preventive measures on osteoporosis among elderly women. (3) To find the association between post test knowledge scores with the selected scores of elderly women in a selected demographic variables. Materials and methods:Research design is one group pretest and post test design will be used in this study. Data was collected from 50 elderly women in vijayawada Krishna district. Purposive sampling was used for selected the sample in investigator developed structured questionnaire on osteoporosis prepared used for data collection.
ABSTRACT
Background: Adverse drug reaction (ADR) under-reporting is a hindrance to the implementation of Pharmacovigilance Program of India. This is essentially due to lack of ADR reporting culture among healthcare professionals. Thus, study was conducted to assess and enhance awareness about ADRs and strengthen reporting among medical undergraduates.Methods: This is an interventional crossover study. A total of 140 students of 2nd professional, MBBS were included and divided into two groups of 70 each. In phase 1, group A was given a didactic lecture (DL) on ADR and pharmacovigilance. Group B was also given DL with an addition of a case narrative exercise and they were asked to fill an ADR form. Both groups were assessed based on an MCQ questionnaire for knowledge and skill. After 15 days of washout period, groups were crossed and reassessed. Feedback from students was taken on a 5 point Likert抯 scale.Results: The mean scores of batch A without case was 17.5�out of a total score of 25 marks, which showed improvement with case narrative and mean increased to 19.6� 2.4 (p 0.05). Similarly, Batch B showed improvement as well and the mean 17.7�1 score without case narrative increased to 19.2�7 (p <0.05). Student抯 perception of the effectiveness of module-based teaching was positive.Conclusions: Case narrative in addition to didactic lecture enhanced awareness and may strengthen ADR reporting culture among the medical students.
ABSTRACT
Science of cardiac electrophysiology (EP), a most complicated professional branch of car-diovascular medicine, is composed of theoretical knowledge of EP, anatomical knowledge, catheter manipu-lation skills, and antiarrhythmic drug therapy. Longer growth period is involved in clinical cardiac EP physicians due to abstract and complicated electrophysiology knowledge. Starting with simple operation and case to stimulate students' interest in learning, this study focuses on the four teaching modules such as the theory of electrophysiology, the knowledge of anatomy, the skill of the operation of the catheter and the use of antiarrhythmic drugs. It also guides and trains students' simplified habit of thinking and independent thinking and induction learning ability, which improves the cardiac electrophysiologic doctors' efficiency of clinical practice.
ABSTRACT
The original teaching of clinical pharmacy for stomatology course did not let students aware of the importance of drugs in the treatment of oral diseases. The original teaching framework was rearranged:decentralizing knowledge of oral diseased related clinical pharmacy into several mod-ules;setting general knowledge into the oral basic medical module;adding the practice of visiting the pharmacy and manufacturing laboratory. Teaching process was closely combined with clinics and was integrated with disease-centered oral medicine curriculum integration system. Students responded that the teaching effect was better. The rearranged teaching method can enhance students' attention on drug treatment for oral diseases,improve their ability of clinical medication and promote the teaching quality.